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Best to Next Practices - Challenges in Education
Raymond J. McNulty, President @ray_mcnulty
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Schools are Improving School Improvement
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Schools are Improving Changing World School Improvement
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The primary aim of education is not to enable students to do well in school, but to help them do well in the lives they lead outside of school.
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Making a better “20th Century School” is not the answer.
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We are getting better at things that do not matter as much anymore.
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Unless we unlearn some of our traditional practices, we will never get beyond an improvement mindset.
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First Different - Then Better
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“The future is not some place we are going to, but one we are creating
“The future is not some place we are going to, but one we are creating. The paths are not found, but made, and the activity of making them changes both the maker and the destination.” John Schaar
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I believe the future is not about the latest gadgets, it is about something more than gadgets, it’s about … LEARNING
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The Adult Learning Year!
2011 The Adult Learning Year!
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Systems are challenged today like never before
Systems are challenged today like never before. The key challenge that we face is results.
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Broaden the definition of learning in your system to include adults.
In an environment driven by results, the best strategy is to “DEVELOP YOUR PEOPLE.” Broaden the definition of learning in your system to include adults.
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The focus must be on the way we work.
Cooperation is what was valued in the past. It is about efficiency: “You do this and I will do that.” Collaboration is where we should focus. It is about shared creation, in which the focus is not on the process but on the specific results.
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WE need to become the AGENTS of change.
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Many people -- both inside and outside of education – seem to be afraid (generally) of three things:
The Future Technology Social Skills
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Themes Best and Next Practices Three key trends impacting us
Technologies to watch Non-techie stuff The Three R’s Closing remarks
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Theme Best and Next Practices
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Best practices allow you to do what you are currently doing a little better.
Next practices increase your organization’s capability to do things it has never done before.
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Expertise (“the way we do things around here”) can be a road block to problem solving and to the development of Next Practices.
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System Innovation
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Sustaining Innovation
Next Practice Sustaining Innovation
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Disruptive Innovation
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Established organizations often embrace “sustaining innovations” but struggle with “disruptive innovations.”
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A Story…. Not a bad idea, but to earn a grade more than a C+, the idea has to be viable! (Yale Professor) Fredrick Smith The idea FedEx 25
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“In the beginner’s mind there are many possibilities; in the expert’s mind there are few.”
-Shurnyu Suzuki 26
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First practice must change, then results, then policy.
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Theme Three key trends impacting us
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First Key Trend Our roles as educators is challenged by easy access to an abundance of resources Sense Making Coaching Credentialing
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Second Key Trend People expect to be able to learn, study and work whenever and wherever they want.
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Third Key Trend Third Key Trend
The world outside of school is increasingly collaborative. We must reflect upon the way student projects are structured and graded and how teachers work.
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Theme Technologies to Watch The Horizon Report 2011
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Near Term: 1-2 Years Electronic Books and Mobile Devices Amazon: For every traditional 100 books sold, 105 electronic books were sold. - May 19, 2011
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Mid Term: 2-3 years Augmented Reality and Game Based Learning
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Far Term: 3-5 Years Gesture-based computing Pattie Maes, MIT Media Lab
Pranav Mistry, inventor of “Sixth Sense”
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Current System Something Different
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The Horse The Automobile
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“If I had asked the public what they wanted,
Henry Ford quote… “If I had asked the public what they wanted, they would have said a faster horse.”
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Some suggesting bold moves….
Conrad Wolfram… Start teaching math and stop teaching calculating.
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Intentionally Non-Compliant Student
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Theme Non-techie stuff
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The Fundamental Attribution Error
When looking at our own behavior, we tend to view the situation in the environment that surrounds our action. When looking at the behavior of others, we make assumptions about their personal qualities.
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The Effects of Praise Fixed or Growth
Can’t hand confidence to learners on a silver platter.
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Social Skills We are very good at content skills, rules, regulations, strategies. We are terrible at discussing and coaching on social skills. David Brooks, “The Social Animal” Policy makers are good at understanding social skills, but are void in recognizing their value when making policy.
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Theme The Three R’s……
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Technical Challenges Culture Challenges
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Rigor Relevance Relationships 49
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Relationships Relevance Rigor 50
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We live in a world obsessed with science, predictability and control.
Some people believe if we can’t measure something, it must not count! 51
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TO DO THE JOB WELL QUANTITATIVE DATA QUALITATIVE DATA GREAT QUESTIONS…
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Teacher – Student Comparisons
T – I make learning exciting for my students. 86% S – My teachers make learning fun. 41% 53
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Teacher – Student Comparisons
T – I am aware of my students’ interests outside of school. 84% S – My teachers know my interests outside of school. 28% 54
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You can’t teach kids you don’t know….
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It’s not us against them!
Talking with kids… It’s not us against them!
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Rigor and Relevance What is it? And what does it mean?
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3 Mis-Conceptions on Rigor
That rigor means ‘ more’ Raising a grade is not ‘rigor’ Being stricter and enforcing tighter policies 59
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Rigor! Rigor means increasing the level of thinking in a more sophisticated and complex manner. 60
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Knowledge Taxonomy 6. Evaluation 5. Synthesis 4. Analysis
3. Application 2. Comprehension 1. Recall Knowledge 61
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Assimilation of knowledge
Thinking Continuum Acquisition of knowledge
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Relevance 63
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Relevance To determine a lessons level of Relevance you must ask the following questions… Is it application? Is it real world? Is it unpredictable? 64
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Application Model 1 Knowledge of one discipline
2 Application within discipline 3 Application across disciplines 4 Application to real-world predictable situations 5 Application to real-world unpredictable situations 65
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Relevance of learning to life and work
Action Continuum Acquisition of knowledge Application of knowledge Relevance of learning to life and work
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Example: Analyze how Abraham Lincoln in his “Second Inaugural Address” examines the ideas that led to the Civil War, paying particular attention to the order in which the points are made, how Lincoln introduces and develops his points, and the connections that are drawn among them. CCSS Match: 9-10.RI.3 and 9-10.RI.9 Source: CCSS Appendix B: Text Exemplars and Sample Performance Tasks
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Knowledge in one discipline Apply knowledge in one discipline
Students gather and store bits of knowledge/information and are expected to remember or understand this acquired knowledge. Application A Acquisition Comprehension 2 Awareness Low-level Knowledge 1 Knowledge in one discipline 2 Apply knowledge in one discipline
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A Quadrant Verbs Products definition worksheet list quiz test workbook
name label define select identify list memorize recite locate record definition worksheet list quiz test workbook true-false reproduction recitation
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Students use acquired knowledge to solve problems, design solutions, and complete work.
Application B Application Comprehension 2 Awareness Low-level Application 3 Apply knowledge across disciplines 5 Apply to real-world unpredictable situation 4 Apply to real-world predictable situation
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B Quadrant Verbs Products scrapbook summary interpretation collection
apply sequence demonstrate interview construct solve calculate dramatize interpret illustrate scrapbook summary interpretation collection annotation explanation solution demonstration outline
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Knowledge in one discipline Apply knowledge in one discipline
Students extend and refine their knowledge so that they can use it automatically and routinely to analyze and solve problems and create solutions. Evaluation C Assimilation Synthesis Analysis High-level Knowledge Application 1 Knowledge in one discipline 2 Apply knowledge in one discipline
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C Quadrant Products Verbs essay abstract blueprint inventory report
plan chart questionnaire classification diagram discussion collection annotation sequence annotate examine report criticize paraphrase calculate expand summarize classify diagram
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Students think in complex ways and apply acquired knowledge and skills, even when confronted with perplexing unknowns, to find creative solutions and take action that further develops their skills and knowledge. Evaluation D Adaptation Synthesis Analysis High-level Application Application 3 Apply knowledge across disciplines 4 Apply to real-world predictable situation 5 Apply to real-world unpredictable situation
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D Quadrant Verbs Products evaluation evaluate newspaper validate
estimation trial editorial radio program play collage machine adaptation poem debate new game invention evaluate validate justify rate referee infer rank dramatize argue conclude
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Quadrant A Ask questions to recall facts, make observations or demonstrate understanding. What is/are__? How many__? How do/does__? What did you observe__ ? What else can you tell me__? What does it mean__? What can you recall__? Where did you find that__? Who is/was__? In what ways_? How would you define that in your own terms? What did/do you notice about this __? What did/do you feel/see/hear/smell __? What do you remember about _? What did you find out about __?
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Quadrant B Ask questions to apply or relate. How would you do that?
Where will you use that knowledge? How does that relate to your experience? How can you demonstrate that? What observations relate__? Where would you locate that information? Calculate that for __? How would you illustrate that? How would you interpret? Who could you interview? How would you collect that data? How do you know it works? Can you show me? Can you apply what you know to this real world problem? How do you make sure it is done correctly?
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Quadrant C Ask questions to summarize, analyze, organize, or evaluate.
How are these similar/different? How is this like___? What's another way we could say/explain/express that? What do you think are some reasons/causes that _____ ? Why did __ changes occur? How can you distinguish between__? What is a better solution to__? How would you defend your position about__? What changes to __ would you recommend? What evidence can you offer? How do you know? Which ones do you think belong together? What things/events lead up to __ ? What is the author’s purpose?
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Quadrant D Ask questions to predict, design, or create.
How would you design a __ to __? How would you compose a song about__? How would you rewrite the ending of the story? What would be different today, if that event occurred differently? Can you see a possible solution to__? How could you teach that to others? If you had access to all resources how would you deal with__? How would you devise your own way to deal with__? What new and unusual uses would you create for__? Can you develop a proposal which would_? How would you have handled__? How would you do it differently?
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Theme Why it is so hard to change?
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Why is it so hard to change?
The more successful a system is, the more difficult it is to recognize when it must change. By example, market leaders are the last ones to transform. The American Education System, “The market leader during the industrial era!” 83
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Market Leader Thinking
Dominant logic: “That’s the way we do things here.” 84
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Shown below is the Roman numeral seven
Shown below is the Roman numeral seven. By adding only a single line, turn it into an eight. VII
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Shown below is a Roman numeral nine
Shown below is a Roman numeral nine. By adding only a single line, turn it into a six. IX
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SIX
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IX6
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Mental Locks We don’t need to be creative for most of what we do (driving, shopping, business of living). So staying on routine thought paths enables us to do many things without having to think about it. Our training in school has taught us that there is one right answer. 89
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The Right Answer 90
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Five beautiful and well-dressed woman are standing in a tight group
Five beautiful and well-dressed woman are standing in a tight group. One is crying and she has never been happier. The other four are smiling and they have never been more disappointed. Why?
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The Second Right Answer
What is the answer? What are the answers? 92
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The Right Answer That’s not logical 93
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SOFT HARD 94
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Direct Logic Focused Metaphor Fantasy Dream Reality Reason Paradox
Diffuse Analysis Hunch Generalization Specifics Child Adult Logic Metaphor Dream Reason Precision Humor Consistency Ambiguity Play Work Exact Approximate 95
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SOFT Metaphor Dream Humor Ambiguity Play Approximate Fantasy Paradox Diffuse Hunch Generalization Child HARD Logic Reason Precision Consistency Work Exact Reality Direct Focused Analysis Specific Adult
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SOFT HARD Shades of gray Hard to pick up Many answers
Flood light, diffused HARD Black and white Easy to pick up Right answer Focused like a spot light
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Cat - Refrigerator
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NEXT PRACTICE THINKING
The Iterative Process Versions Create a disciplined, managed space for development of new ways to accomplish difficult tasks 100
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Theme Closing Thoughts
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BE EXTRAORDINARY 102
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BEING EXTRAORDINARY Committed to the truth
Be committed to delaying gratification Be someone who always has the chance of saying “yes” Live a life where you do not make others wrong 103
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BEING EXTRAORDINARY Be committed to courage
Be someone who produces results with absolutely no force Be a person who is peaceful in chaos 104
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BEING EXTRAORDINARY Be committed to courage
Be someone who produces results with absolutely no force Be a person who is peaceful in chaos Be committed to managing success, while being aware of its dangers (lottery winners and GM) 105
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The Invisible Difference
Passion Commitment 106
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Ray@leadered.com Ray McNulty: @ray_mcnulty
International Center for Leadership in
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Best to Next Practices - Challenges in Education
Raymond J. McNulty, President @ray_mcnulty
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